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Teacher training has entered the collaborative phase as faculty members from different universities worldwide have been sharing their teaching practices using the available educational technologies. This has made curriculum development more exciting and the ideas more diverse since other cultures may have different approaches to tackling subjects taken up in the curriculum. This study used a qualitative case study approach since it wanted to show a broader picture of the learning experiences; mainly, this study included ten professors and students from three universities and used collaborative teaching to show how a project can be achieved by different parties collaborating. This study investigated the online educational courses that have capitalized on the available educational technologies to show diversity in their curriculum. The researcher also conducted class observations where the students explored collaborative teaching methods across different cultures and compared their similarities and differences. The study also assessed how educational technology has helped achieve diversity in curriculum development as professors from different universities worldwide. Findings indicate a necessity for including additional training diversity in the best pedagogical approaches to facilitate cross-cultural collaborative experiences in both curriculums and online education environments.

Developmental learning difficulties are among the prevalent exceptionalities school learners have today. In this regard, identification and placement are among the facilitators of later successful intervention for these groups of learners (WestOlatunji, Shure, Pringle, Adams, Lewis & Cholewa, 2010). However, there are not enough resources such as tools to measure the learners' difficulties (Alim, Abdallah, Ramaroson, Sidikou & Van de Wiel, 2007) available. The tools, which objectively help a professional to identify a learner's level of difficulty is an essential resource, however, they are scarce. With this study we aimed to develop an observation card to determine the prevalence of developmental learning difficulties among primary school students in Sana'a City, Yemen. A 24-item tool was used and analysed to test its psychometric properties. A total of 238 students with ages ranging from 6 to 13 years participated in the study. The findings of the study suggest the final formulation of the items to be included in the observation card that can measure the prevalence of this exceptionality through the use of observation scores. The observed raw score had been standardised by its deviation from the sample's mean. Further, the findings reveal that there were statistically significant differences in the respondents' level of difficulties in terms of their gender and grade. Recommendations of the study are presented in this article.

Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented.

This paper examines English as a foreign language (EFL) teachers' intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa's (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment than male teachers. However, the study reveals no significant differences among the education levels, teaching experiences, and teaching levels of EFL teachers in IS. The suggestion is directed to teachers to find good ways to establish a productive environment that promotes their IS level.

The current study aimed to examine the effect of empowerment on English language teachers' commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers' attitudes towards curriculum reform on the relationship between the teacher's empowerment and commitment to schools. A questionnaire was used to collect data from a sample of 332 middle school English teachers in Algeria. The questionnaire included teachers' empowerment questionnaire model of Yin et al. (2013. "The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy." Educational Studies 39 (1): 13–28), the Organisational Commitment scale of Meyer & Allen (1997) and the Attitude toward Change Instrument of Dunham et al. (1989). The results advocated a significant and positive correlation between the teachers' empowerment, attitudes towards curriculum reform, and commitment to schools. The findings also revealed that teachers' attitudes towards curriculum reform had a significant mediation effect on the relationship between empowerment and school commitment. The extent to which teachers believe they are empowered and have a role and contribution in shaping the curriculum of their school has a direct bearing on their dedication to their jobs. The study suggested that the ministry of national education should consider the role of TATCR, TE, and TCTS together as important. [ABSTRACT FROM AUTHOR]